Provisionally approved Fall 2002July 2002

CAPSTONE: WORKING FOR SOCIAL CHANGE

Level IV

RATIONALE:  As students in public and community service, it is important to understand how social change efforts are often linked to larger social movements.  It is also important to participate at some level in larger social movements, with the conscious ability to utilize models of social change and awareness of effective practice.  At the capstone level the student will be expected to integrate understanding of social movement history, social change models, and awareness of effective practice in some campaign in which the student practitioner takes a leadership role.  Coupled with the action will be the ability to evaluate the action in the context of the social movement in which the action is carried out.  Students who plan to demonstrate this competency are strongly advised to select the Models of Change competency as one of their electives at Level II. This action and evaluation will build on understandings gained in doing the Action Learning competency at Level III.  It can be linked, as well, with other appropriate competencies in Level III Core Knowledge and Skills or advanced competencies in the major.

COMPETENCY:  Can plan, carry out, and evaluate a social change project that is part of a larger social movement, utilizing understanding of social movement history, models of social change, awareness of effective practice, and appropriate evaluation methodologies.

CRITERIA: 

1.      Identify an issue or problem that is embedded in, or linked to, a broader social movement.

2.      Demonstrate an understanding of the history and current status of the social movement to which the issue or problem is linked.

3.      Identify and summarize appropriate models of social change (including media involvement) and descriptions of effective practice utilized by social change agents in the past.

4.      Plan the social change project—including the project’s goals and objectives, strategies and tactics, and evaluation plan—and indicate how achieving its goals and objectives will further the interests of the social movement that provides the immediate context of the issue or problem.

5.      Implement the social change project, making such adjustments as are appropriate to changing circumstances during the implementation period.

6.      Evaluate the project, using and adapting the plan earlier devised for the evaluation.

7.      Make an oral presentation describing the project and explaining what could be done differently the next time a similar campaign is undertaken.

STANDARDS:

1.      The issue or problem selected must have the approval of an evaluator.  It must, as well, involve some conflict in which dimensions of power are at play.  In addition, it should be of sufficient scope that it involves organizing a group of several people over a period of at least ten weeks, and of sufficient complexity that all criteria and standards can be addressed.

2.      Criterion 2 can be demonstrated through independent study, or may be demonstrated as part of the evaluation of a Critical Readings competency on the history of social movements.  The expectation here is that the study you do for this criterion would include an intensive examination of the history of the past twenty to thirty years, making use of at least three substantive sources.  The latter may include oral history based on interviews with people who have helped shape the history.

3.      For Criterion 3, identify and summarize at least two models of social change that are relevant to the kind of change campaign under consideration for this competency.  Examples of effective practice may be drawn from case examples in the study of social movements (Criterion 2).  Sources used must be cited.

4.      Criterion 4 should be demonstrated through a written plan for the campaign or project, including references to appropriate sources used to demonstrate this competency, combined with a short essay linking the plan to the wider social movement.  In addition to addressing the obvious elements of goals and objectives, strategies and tactics, resources, evaluation, etc., the plan must incorporate proposals for the use of media and an analysis of power factors involved and how they will be addressed.

5.      For Criterion 5, a log or journal must be kept and presented as part of the evaluation, which summarizes the unfolding action as the plan is implemented, including notes of necessary adjustments and reflections about the link between this action and the wider social movement of which it is a part.

6.      The evaluation (Criterion 6) must assess how well the goals and objectives of the campaign were met, and offer recommendations regarding other actions that would be appropriate to achieve the goals of the social movement.  The evaluation must reference and draw on readings in evaluation methodology.

7.      The presentation (Criterion 7) must be a minimum of 10 minutes in length and include handouts calculated to help audience members develop the kind of understanding needed to become more effective social change agents.

EXAMPLES OF DEMONSTRATION:

1.      Independent Learning:  You develop a passion for promoting alternative energy sources, with a particular interest in solar power.  Drawing on the framework of the Critical Readings competency, you identify a bibliography of sources dealing with the national movement that is promoting solar solutions to the nation’s energy needs, and follow the criteria and standards of that competency to establish your understanding of the solar movement.  In your local area you network to identify others with a similar interest and agree to form a chapter of a national organization to promote the solar cause.  Following the criteria of this competency you set goals and objectives to promote a demonstration solar project that already exists in your area, and develop a campaign to educate the community. Your campaign culminates in a conference designed to build the movement in your region.

2.      CPCS Course:  In a community-collaborative course offered by the college you join with other students to work with an urban community group committed to introducing community policing techniques.  You link this effort to the Concepts of Community-Oriented Policing competency in the Criminal Justice career area.  Following the structure of the course, you and the others demonstrate the criteria and standards of this capstone competency.